Lesson+Plan

Lesson Plan Template

(Lesson Plan Template with graphs)

Lesson Plan Template


 * **Classroom Information** ||
 * **Subject Area** ||
 * Digital Communications an Integrated Class: English 9 & Technology ||
 * **Grade Level: 9th Grade** ||
 * 9th Grade ||
 * **Analyze Learners** ||
 * * **Number of Students: 146**


 * **Number of Males/Females: 76 Males/ 70 Females**


 * **Age** **Range****: 14-16 years-of-age**


 * Cultural Note** ||  ||<   ||
 * Caucasian 144 Other 2 ||
 * Mental Description**


 * General Ed. Students || Special Ed. Students ||
 * 130 || 16 ||


 * Learning Styles**

9.3.3 Analyze interactions between characters in a literary text and explain the way those interactions affect the plot. 9.3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy 9.3.9 Explain how voice and the choice of a narrator affect characterization and the tone, plot, and credibility of a text. 9.4.10 Review, evaluate, and revise writing for meaning, clarity, content, and mechanics. 9.4.11 Edit and proofread one’s own writing, as well as that of others, using an editing checklist with specific examples of corrections of frequent errors. 9.4.12 Revise writing to improve the logic and coherence of the organization and perspective, the precision of word choice, and the appropriateness of tone by taking into consideration the audience, purpose, and formality of the context. 9.5.4 Write persuasive compositions that: organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal first and the least powerful one last. 9.7.7 Make judgments about the ideas under discussion and support those judgments with convincing evidence. 9.7.18 Deliver persuasive arguments a. demonstrate a sound understanding of the nature and operation of technology systems. b. are proficient in the use of technology. b. practice responsible use of technology systems, information and software. c. develop positive attitudes toward technology uses that support life-long learning, collaboration, personal pursuits and productivity. a. use technology tools to enhance learning, increase productivity, and promote creativity. b. use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works. b. use a variety of media and formats to communicate information and ideas effectively to multiple audiences. a. use technology to locate, evaluate, and collect information from a variety of sources. b. use technology tools to process data and report results. c. evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. a. use technology resources for solving problems and making informed decisions. || See Attached Quizzes for novel, __Tears of a Tiger__ || Long Term: 4 weeks || Majority of the novel reading and research will be individual. The PSA development will require small groups of 3 or 4. || Critical Friends is a process for reflection and feedback, see the following outline for details: Step 1: “I likes…” During this stage, the students share things that they liked about the project. They can also share what they learned, too Step 2: “I wonders…” During this stage students share what they wondered about the project. During this step students can share what maybe didn’t work, what didn’t seem to fit in, or what they didn’t like. It is important for students to begin each statement with, “I wonder….” because it removes the threatening tone which can lead into a defensive response. || © 2009. Grand Canyon University. All Rights Reserved.
 * **Visual** || **Auditory** || **Kinesthetic** ||
 * **59** || **22** || **65** ||
 * Data obtained from school survey
 * **Title** ||
 * Tears of a Tiger ||
 * **Summary** ||
 * During this project students will read the novel by Sharon Draper, __Tears of a Tiger__. While reading the novel students will engaged in several alcohol related educational experiences with visits from the following agencies: //MADD// (mothers against drunk driving), //DARE// coalition, and the Shelby County Drug Coalition Task Force, the local police department, and several guest speakers that have had a direct impact due to drunk driving. Students will also research local accidents, consequences, and the judicial ramifications. The final culminating project will be a PSA (public service announcement) that denounces teen drinking and driving. These PSA’s will be shown to the student body the week prior to prom. ||
 * **Standards** ||
 * **State of Indiana English 9 Academic Standards:**
 * **Standards** ||
 * **State of Indiana English 9 Academic Standards:**
 * Technology – NETS for Students:**
 * 1
 * 2
 * 3
 * 4
 * 5
 * 6
 * **Learning Objectives** ** (created from learning outcomes) ** ||
 * See Attached Rubric for PSA
 * **Hardware** ||
 * Laptops, Novel: Tears of a Tiger, Video Camera, Tri-pod, Voice Records ||
 * **Software** ||
 * Movie Maker, Adobe Soundbooth, Internet, MS Word, MS Excel, Picnic ||
 * **Prerequisite Skills** ||
 * List prerequisite skills (related to technology) in this area. ||
 * **Duration** ||
 * What is the recommended duration of this activity?
 * **Grouping** ||
 * What is the recommended grouping for this activity?
 * **Procedure** ||
 * ** Anticipatory Set: ** Once students have read the 1st half of the novel, Tears of a Tiger, students will receive a “letter” addressed to them and the group of students that they will be working with during the PSA. This letter will set the stage for students to create their PSA as a request from the mother of the boy that died in the novel.
 * Teaching Procedures:** See Attached Calendar
 * Closure: ** After the PSAs have been turned in the students and teacher will participate in a reflection process. The process that is currently used is “Critical Friends”.
 * **Assessment (Summative and Formative)** ||
 * State how each objective will be evaluated.
 * Quiz- over content and literary elements (charters, plot, setting, of novel etc)
 * Rubric- PSA
 * Peer evaluations- Students will complete a Critical Friends process before turning PSA
 * Student reflections- I likes, I wonders
 * Performance task- Feedback on PSAs from outside professionals ||
 * **Extension Items** ||
 * Having one of the agencies select the //best// PSA as a contest. ||
 * **Areas of Concern** ||
 * Keeping students and groups on task during filming of PSA. Making sure that ALL students read the entire novel. ||